Abstract
The aim of this paper is to analyze how the Programa Paraná Digital - Digital Paraná Program was conducted, and some of its results in public state schools. For this, we sought through the political cycles methodology to analyze critically the policy confronting, in the analysis of the three contexts (the context of influence, the text production context and the practice context), data collected from different sources: the researcher's professional integration, literature produced on the theme and official documents about the programs developed in Paraná, along with interviews with the main actors. As for the results of the program, it is possible to affirm that there were changes to the environment of schools, with the amplification of useful resources for the teachers' work; contribution for the research and the development of softwares and hardwares. Besides that, they promoted the teachers' initiation in their use of computer equipment in classrooms, although such procedures gave priority to the use of equipments without promoting debates on technology in education. The Programa Paraná Digital produced positive results, but it did not secure the digital inclusion of students and teachers in the state of Paraná.
Keywords:
educational policies; Paraná Digital; educational technologies; policies cycles